This is a 'What might happen next?' activity. The students can1) identify various conflicts in everyday life2) Explain how different reactions can make things better or worse3) Describe the decision-making process for resolving conflictsFor example, "I bump into you by accident. What might happen next?" The kids can go through the scenarios and imagine different resolutions.This is an art project, so students can draw their own 'middles and ends' to the situation.

Do a think sheet

In Ju Won's case, this would have to be visual, since he's not reading yet. The basic questions it would ask are:1) What did you do?2) Why was that a bad thing to do?3) Who did you hurt or make feel upset?4) What were you trying to accomplish? (I feel like this one will be difficult to communicate)5) What will you do differently next time?

These are visual anger management cards, which would be similar to a visual think sheet. This would be particularly useful for Ju Won, who is an ELL student.

why?

Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc

Enables and empowers students to be more independent and highly functioning

Reduces teacher’s time “putting out fires”

Increases instructional time

Promotes maturity

Improves self confidence

Reduces tattling, bickering, and disruptions

*OF NOTE FOR CONFLICT RESOLUTION SKILLS

At the Tier 1 Level, think of doing conflict resolution lessons and interventions for the whole class or groups

At the Tier 2 level, think of doing conflict resolution lessons and interventions for groups and individuals

At the Tier 3 level, think of customizing specific conflict resolution lessons and interventions for specific students

Tier 1 -- teach relaxation techniques

why?

Students can get overwhelmed easily

he wants to be successful, but hasn't developed the skills yet, so he gets angry/frustrated

Everyone needs a break every once in a while

Provides students a way to manage their own feelings and emotions

Increases instructional time when students can calm themselves and utilize coping skills, like relaxation

Improves student focus and attention

Helps refocus and refresh students

Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin levels, as well as decreased cortisol or “stress hormone” levels. THESE ARE LIFE LONG SKILLS THAT WOULD BENEFIT JUST ABOUT ANYBODY

How?

Take time to speak with the individual student alone or teach the entire class the relaxation techniques they will use in class

The best way to teach kids how to deal with anger constructively is by showing them through your example! After all, you don’t learn how to calm down by reading about it in a book, but by seeing someone do it. So use those frustrating experiences as "on-the-spot lessons" to your students of ways to calm down. Don't lose your cool in class!

1) Exit and calm down

It’s best to make a rule in your class from the start: "In this classroom, we solve problems when we’re calm and in control." And then consistently reinforce the rule.Here’s an example of how you might use it. The next time your child is angry and wants a quick solution, you might say, "I need a time out. Let’s talk about this later" and then exit calmly and don’t answer back.

4) develop a feeling vocabulary

Many kids display anger because they simply don’t know how to express their frustrations any other way. Kicking, screaming, swearing, hitting or throwing things may be the only way they know how to show their feelings. Asking this kid to "tell me how you feel" is unrealistic, because he may not have learned the words to tell you how he is feeling! To help him express his anger, create a feeling word poster together saying: "Let’s think of all the words we could use that tell others we’re really angry" then list his ideas. Here’s a few: angry, mad, frustrated, furious, irritated, ticked off, irate, and incensed. Write them on a chart, hang it up, and practice using them often. When your child is angry, use the words so he can apply them to real life: "Looks like you’re really angry. Want to talk about it?" or "You seem really irritated. Do you need to walk it off?" Then keep adding new emotion words to the list whenever new ones come up in those great "teachable moments" opportunities throughout the day.

5) create a calm down poster

. Here are a few 'replacer' ideas a group of fourth graders thought of:walk away,think of a peaceful place,run a lap,listen to music,hit a pillow,shoot baskets,draw pictures,talk to someone, orsing a song. Once the child chooses his "calm down" technique, encourage him to use the same strategy each time he starts to get angry.

You can come up with some strategies together as a class. That would help the kids relate; if they came up with the ideas themselves

3) develop awareness of early warning signs

Explain to your child that we all have little signs that warn us when we’re getting angry. We should listen to them because they can help us stay out of trouble. Next, help your child recognize what specific warning signs she may have that tells her she’s starting to get upset such as, "I talk louder, my cheeks get flushed, I clench my fists, my heart pounds, my mouth gets dry and I breathe faster." Once she’s aware of them, start pointing them out to her whenever she first starts to get frustrated. "Looks like you’re starting to get out of control." or "Your hands are in a fist now. Do you feel yourself starting to get angry?" The more we help kids recognize those early angry warning signs when their anger is first triggered, the better they will be able to calm themselves down. It’s also the time when anger management strategies are most effective. Anger escalates very quickly, and waiting until a child is already in "melt down" to try to get her back into control is usually too late.

6) teach anger control strategies

A very effective strategy for helping kids to calm down is called "3 + 10." You might want to print the formula on large pieces of paper and hang them all around your house. Then tell the child how to use the formula: "As soon as you feel your body sending you a warning sign that says you’re losing control, do two things. First, take 3 deep slow breaths from your tummy." (Model this with your child. Show her how to take a deep breath then tell her to pretend she’s riding an escalator. Start at the bottom step and as you take the breath, ride up the escalator slowly. Hold it! Now ride slowly down the escalator releasing your breath steadily at the same time). "That’s 3. Now count slowly to ten inside your head. That’s 10. Put them all together, it’s 3 + 10 and it helps you calm down."

Always try to use active listening skills

Use a calm tone

Be firm when necessary and set boundaries

when?

All students should be taught coping skills and they should regularly be modeled for all students

When a student frequently has melt downs, falls apart, cries, experiences anxiety, has issues with friends

When students seem to have trouble handling criticism, failure, disappointment, conflict, decision-making, etc